Students used geotagged photographs to link visual observations directly to locations, supporting later analysis, mapping and place-based discussion. Geotagging enabled photographs to be mapped and compared across groups.
The approach supported spatial thinking and helped students connect images to specific field sites and processes. Students learned to consider accuracy, privacy and ethical issues around location data.
Key benefits included:
- easier organisation and retrieval of field images,
- richer class discussions when images could be viewed in spatial context, and
- opportunities to use photographs in assessed work with clear location references.
Geotagged images were used in both reflective tasks and more formal assessments, and the method can be adapted to many types of fieldwork.
